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The concept of "visionary" leadership is defined and applied in
this book, as "supervision in schools" requires a level of "SUPER
VISION" that can be best developed through quality leadership,
mentoring -- and mutual ideas, and support -- for adding more value
to the school. This book shows just how vision is important and
useful in all schools and districts. Time has thus come to find,
build, and use high-quality visionary school leadership in its many
dimensions; thus, this book takes at least ten different views (in
the chapters) of the visionary roles and functions of education
leadership in K-12 -- building on the roles, theories, and
visionary actions of key players in the schools. No single
perspective is enough, as all views must work in concert to the
benefit of teachers and students, today. School leaders, moreover,
need to have their own vision about the following: (a) what their
work entails; (b) their school should be and look like; and (c)
what their staff and students (and schools) can achieve.
The concept of "visionary" leadership is defined and applied in
this book, as "supervision in schools" requires a level of "SUPER
VISION" that can be best developed through quality leadership,
mentoring -- and mutual ideas, and support -- for adding more value
to the school. This book shows just how vision is important and
useful in all schools and districts. Time has thus come to find,
build, and use high-quality visionary school leadership in its many
dimensions; thus, this book takes at least ten different views (in
the chapters) of the visionary roles and functions of education
leadership in K-12 -- building on the roles, theories, and
visionary actions of key players in the schools. No single
perspective is enough, as all views must work in concert to the
benefit of teachers and students, today. School leaders, moreover,
need to have their own vision about the following: (a) what their
work entails; (b) their school should be and look like; and (c)
what their staff and students (and schools) can achieve.
Making Mentoring Work should help educators to mentor or to be
mentored effectively in our schools. We all have had mentors, those
key adults from family, work, or schools who have assisted us in
learning and becoming good adults, skilled and able professionals,
and contributing member of community and society. Although it's not
easy, it does occur, is doable, and this book seeks to help
everyone - educators, in particular -- both to be mentored and to
be a mentor. In fact, the authors believe and show that everyone
needs mentoring and many have the capacity, knowledge, and savvy to
be a helpful mentor to others in their field, school, and world.
Making Mentoring Work should help educators to mentor or to be
mentored effectively in our schools. We all have had mentors, those
key adults from family, work, or schools who have assisted us in
learning and becoming good adults, skilled and able professionals,
and contributing member of community and society. Although it's not
easy, it does occur, is doable, and this book seeks to help
everyone - educators, in particular -- both to be mentored and to
be a mentor. In fact, the authors believe and show that everyone
needs mentoring and many have the capacity, knowledge, and savvy to
be a helpful mentor to others in their field, school, and world.
Mentoring with Meaning, and its forthcoming companion, Making
Mentoring Work, will help educators to mentor or to be mentored
effectively in our schools. We all have had mentors, those key
adults from family, work, and/or schools, who have assisted us in
learning. Mentors help us to become good adults, skilled and able
professionals, and contributing member of community and society.
This book seeks to help everyone, educators in particular, to be
mentored and to be a mentor.
Mentoring with Meaning, and its forthcoming companion, Making
Mentoring Work, will help educators to mentor or to be mentored
effectively in our schools. We all have had mentors, those key
adults from family, work, and/or schools, who have assisted us in
learning. Mentors help us to become good adults, skilled and able
professionals, and contributing member of community and society.
This book seeks to help everyone, educators in particular, to be
mentored and to be a mentor.
With the increasing amount of diversity taking place in the United
States and in our K-12 schools, this book will help school leaders
become prepared. It is the school principal who sets the tone for
the school culture and provides the vision as to the direction of
the organization. Therefore, school principals will ultimately have
a great impact in promoting cultural and social diversity. School
Leadership in a Diverse Society: Helping Schools Prepare all
Students for Success (2nd Edition) will help scholars and
practitioners have a better understanding of the increasing amount
of diversity that is occurring in American society. This book will
give them the tools needed to lead schools to ensure that all
students, regardless of their life circumstances and status, are
provided a school experience that promotes high academic
achievement and a sense of belonging. Today, multiculturalism and
diversity preparation are needed in our society, seemingly more so
than when schools first made an earnest effort to integrate twenty
years after Brown V. Board of Education. Just as it seemed the
United States was making significant progress dealing with issues
that have plagued this country for hundreds of years, recently,
there has been a surge in diversity-related issues (the killing of
unarmed African Americans, the unwarranted attacks on Asians,
immigration debates, the recent rise of groups thatsupport white
supremacy, blackface incidents, increasing wealth divide between
the ultra rich and the poor, religious backlash, etc.). These
issues should remind us that the struggle for social equity
continues into the present moment. Communities must work together
to help fight rising intolerance and prejudice within our country
and schools.
With the increasing amount of diversity taking place in the United
States and in our K-12 schools, this book will help school leaders
become prepared. It is the school principal who sets the tone for
the school culture and provides the vision as to the direction of
the organization. Therefore, school principals will ultimately have
a great impact in promoting cultural and social diversity. School
Leadership in a Diverse Society: Helping Schools Prepare all
Students for Success (2nd Edition) will help scholars and
practitioners have a better understanding of the increasing amount
of diversity that is occurring in American society. This book will
give them the tools needed to lead schools to ensure that all
students, regardless of their life circumstances and status, are
provided a school experience that promotes high academic
achievement and a sense of belonging. Today, multiculturalism and
diversity preparation are needed in our society, seemingly more so
than when schools first made an earnest effort to integrate twenty
years after Brown V. Board of Education. Just as it seemed the
United States was making significant progress dealing with issues
that have plagued this country for hundreds of years, recently,
there has been a surge in diversity-related issues (the killing of
unarmed African Americans, the unwarranted attacks on Asians,
immigration debates, the recent rise of groups thatsupport white
supremacy, blackface incidents, increasing wealth divide between
the ultra rich and the poor, religious backlash, etc.). These
issues should remind us that the struggle for social equity
continues into the present moment. Communities must work together
to help fight rising intolerance and prejudice within our country
and schools.
A volume in Educational Leadership for Social Justice Series Editor
Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock
University; Ira Bogotch, Florida Atlantic University; Sandra
Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth
University; George Theoharis, Syracuse University The purpose of
this work is to broaden the scholarly dialogue in educational
leadership and to address the changing role of the American school
principal in the twenty-first century with regard to increasing
diversity in the United States. This book seeks to provide
theoretical and practical insight into the role of school
principals dealing with an ever-increasing multicultural student
population. We cover an array of issues that we believe are
critical in order for the twenty-first century school principal to
be effective and relevant. A primary inquiry that needs to be made
is: Are school leaders taking seriously the increasing social and
cultural diversity in their schools? It is the school principal who
sets the tone for the school culture and who provides the vision as
to the direction of the organization. We endeavor to help scholars
and practitioners have a better understanding of the importance of
the diversity of their students, and to give them the tools to
appropriately lead schools in ways that ensure all students,
regardless of their life circumstances and status, are provided a
school climate that promotes high academic achievement and a sense
of belonging.
A volume in Educational Leadership for Social Justice Series Editor
Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock
University; Ira Bogotch, Florida Atlantic University; Sandra
Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth
University; George Theoharis, Syracuse University The purpose of
this work is to broaden the scholarly dialogue in educational
leadership and to address the changing role of the American school
principal in the twenty-first century with regard to increasing
diversity in the United States. This book seeks to provide
theoretical and practical insight into the role of school
principals dealing with an ever-increasing multicultural student
population. We cover an array of issues that we believe are
critical in order for the twenty-first century school principal to
be effective and relevant. A primary inquiry that needs to be made
is: Are school leaders taking seriously the increasing social and
cultural diversity in their schools? It is the school principal who
sets the tone for the school culture and who provides the vision as
to the direction of the organization. We endeavor to help scholars
and practitioners have a better understanding of the importance of
the diversity of their students, and to give them the tools to
appropriately lead schools in ways that ensure all students,
regardless of their life circumstances and status, are provided a
school climate that promotes high academic achievement and a sense
of belonging.
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